Co-creative pedagogies: learning through uncertainty in higher education.

Autor/inn/en	Kennedy, Melissa; u.a.
Titel	Co-creative pedagogies: learning through uncertainty in higher education.
Quelle	In: Higher education, 91 (2026) 2, S. 805-824Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-025-01444-w
Schlagwörter	Studienverhalten; Akademiker; Bedarf; Studentenschaft
Abstract	Preparing students for rapidly evolving workplaces, undefined roles and uncertain futures provides a critical challenge for contemporary universities. One way for universities to address this challenge is to intentionally teach for, and with, uncertainty through community-based learning approaches. Such approaches can deepen students' capacity to confidently apply skills to complex learning environments by working on messy cross-disciplinary and real-world problems. Yet deliberate uncertainty can feel incongruous with normative higher education approaches, with a tension exposed between programs designed to fully embrace uncertainty and complexity and those approaches favouring controlled and pre-determined outcomes. In this paper, we draw on experiences of CityStudio, a co-creative community-based approach, to show how students can effectively learn through uncertainty and complexity, and how such an approach can be navigated within a higher education context. Our findings suggest that learning through co-creation and experimentation can offer unique opportunities for students to develop agency and that there are effective strategies ways to navigate the challenges of uncertain learning via framing uncertainty, curating risk and amplifying relational identities. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4